Volume 03 Issue 12-2023
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International Journal of Advance Scientific Research
(ISSN
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03
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Pages:
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SJIF
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5.636
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(2023:
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1368736135
A
BSTRACT
Physical education as a specific educational area, in addition to didactic methods, has a need for special
methods in educational work. The primary purpose of this review is to show the importance and role of
teaching methods and methods taken from sports training in the teaching of physical education.
K
EYWORDS
Teaching, methods, students, primary school, physical education.
I
NTRODUCTION
One of the main problems in physical education
lessons is the implementation of the curriculum.
The distribution and specification of program
tasks in the teaching of physical education for a
large number of teachers is a difficult task when
the requirements of modern teaching are taken
into account. In physical education, there are
programs and methods that allow a
comprehensive study of personality, as well as
their relative transformations. There is no doubt
that general views and physical development are
formed at school and throughout life under
various influences. It is quite reasonable to ask
the question: do organized and programmed
physical exercises affect physical development
and to what extent? Considering that physical
education programs in primary schools were
based on the fact that more motor information is
obtained from a larger number of different
physical exercises, students are not able to master
Journal
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Research Article
METHODS OF TEACHING PHYSICAL EDUCATION AT SCHOOL
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-51
Yakubov Arslon Maxmudovich
Urganch State Pedagogical Institute Faculty Of Exact And Applied Sciences, Teacher Of Physical Culture
Department, Uzbekistan
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Pages:
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SJIF
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(2022:
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)
(2023:
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1368736135
them, and due to insufficient repetitions this does
not have a significant impact on physical
development. The quality of physical education in
primary schools, based on available data, is such
that it not only does not sufficiently express the
desire for comprehensive physical exercise, but
also does not have sufficient intensity and is
clearly better organized. A large number of tasks
in the curriculum cannot be implemented even by
planned annual work programs in schools for
objective reasons. Organized physical exercises
have a positive impact on the anthropological
status of students in order to transform it in the
desired sense and volume [1, 3].
The study of various movement techniques and
elements from various sports in the teaching of
physical education is closely related to education.
Learning in physical education teaching is a
change in personality caused by physical exercise
and environment, and also caused by the needs of
the individual, which changes according to the
demands of the times. Considering that physical
education lessons last 45 minutes, we have ample
reason to deal with instructional structures and
norms, the application of which can lead to a
lesson that is better formalized and technically
correct, and, more importantly, - the significant
impact of this lesson on the anthropological
status of students will be greater.
Questions about the most effective ways of
teaching in physical education lessons, which take
learning success to a higher level, can be seen in
teaching methods and the consistent application
of teaching pr
inciples. The term “teaching
method” represents “scientifically verified
methods and procedures for teachers and
students in the learning process, which provide
optimal conditions for rational and effective
teaching, the full implementation of the teacher’
s
didactic creativity, the maximum manifestation of
the student’s individual and collective activity
and the full development of his personality.
Physical education work at school is
distinguished by a wide variety of forms that
require students to demonstrate organization,
initiative, and initiative, which contributes to the
development of organizational skills, activity, and
resourcefulness. Physical education, carried out
in close connection with mental, moral, aesthetic
education and labor training, contributes to the
comprehensive development of schoolchildren.
Successful solution of the tasks of physical
education of junior schoolchildren is possible
only if it becomes an organic part of the entire
educational process, a subject of general concern
of the teaching staff, parents and the public, when
each teaching staff member fulfills his duties in
accordance with the “Regulations on the physical
education of secondary school students"
Our goal:
•
Define what physical education is.
•
Understand the role and benefits of
physical education.
•
Consider, through personal experience,
the role of physical education in your life.
•
Find out what changes have occurred in
physical education in recent years.
So, what is physical education and what does it
mean to me? Our own values and beliefs about
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SJIF
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(2022:
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(2023:
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physical education, linked to our socialization in
the school environment (what experiences we
had as children), significantly influence who we
are and how we pr
esent them. The child’s interest
and conviction of the importance and significance
of recreational physical education.
Physical education teachers must not only
recognize and acknowledge their beliefs and
values, but also that they can be challenged.
Therefore, the starting point for defining physical
education should be an examination of the
experience of physical education and the extent to
which this may influence our own definition of
the subject.
However, throughout the development of the
subject, physical education has focused on the
physical, mental (emotional and cognitive) and
moral (including social aspects) levels. Physical
education is about more than just developing
physical skills. This subject is more focused on the
development of personality as a whole. This
allows the child to achieve success in many areas
of development. Physical education is not just
about teaching specific sports skills. Although
successful participation in physical education and
sport may be the initial goal of the curriculum, it
is also worthwhile to pay attention to developing
students' ability to evaluate their own and others'
work, increase responsibility for their own
progress and, finally, apply their knowledge in
difficult situations that will enable them to
develop what are commonly referred to as higher
order thinking skills.
Some scholars argue that the essence of the
subject lies in the development that students can
experience physically, socially, emotionally and
cognitively. They suggest that students should
participate in a range of physically active
activities throughout the school day. The general
physical development of a person can be
considered as something more than learning
according to the school curriculum. In fact,
knowledge, skills and the understanding that they
develop during school time can be applied in a
range of different contexts, for example, outside
of school hours, in any extracurricular activities,
in sports sections. This premise proves that
physical education has a greater impact than
participation in specific activities. Thus, it can be
argued (as with all other subjects of the
curriculum) that what we teach in school is
preparation for a person’s future life. In this
regard, some researchers have argued that
instead of teaching students physical education,
which assumes “mastery” of a measurable profile
of physical activity achievements, steps should be
taken to develop physical literacy. We can give the
following definition of physical literacy: the
presence of basic knowledge and ideas about the
values of physical culture associated with health,
applied, sports and other types of physical
education activities. According to each
individual's capabilities, physical literacy can be
described as the motivation, confidence, physical
competence, knowledge and understanding to
maintain physical activity throughout the life
cycle.
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(ISSN
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VOLUME
03
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Pages:
303-310
SJIF
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(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
The definition of "physical literacy" identifies
several key attributes such as: motivation,
confidence and competence, ability to interact in
different environments, self-esteem, interaction
with others and knowledge and understanding.
Thus, the role of physical education is focused on
maintaining health, developing skills and
emotional qualities. However, the traditional
view of this problem affects slightly different
features of physical education, including:
•
Health as a resource
•
Promoting purposeful physical activities
to improve quality of life
•
Development of a person as an individual
•
Helping students form their life goals and
positions.
So, based on curriculum development, we can
highlight some of the key ways in which physical
education supports child development.
The main thing we need to understand is that
physical education is more than just doing
physical activity. When physical education is at a
high level, it is able to ensure the most successful
physical (and not only) development of students.
Therefore, as a primary physical education
teacher, we must constantly reflect and analyze
how we ourselves define physical education.
Early learning experiences are critical to
children's long-term participation in physical
activity. However, as stated earlier in this article,
when analyzing physics education, it is important
to examine other terms commonly associated
with the subject. For example, it is impossible to
imagine the term physical education without
definitions such as physical activity, healthy
lifestyle, school sports, anatomy, health and well-
being.
Physical
activity
itself
is
a
complex,
multidimensional discipline. You can often find
publications that recommend levels of physical
activity. For example, recommended levels of
physical activity for children and youth:
- A total of at least 60 minutes of moderate-
intensity physical activity every day. At least
twice a week, they should include exercises to
improve musculoskeletal health (activities that
place high physical stress on the bones), muscle
strength and flexibility. And with childhood
obesity rates on the rise, the focus is on schools to
look at how proper nutrition and exercise impact
overall health and well-being.
Primary physical education teaching focuses on
making early experiences positive. The definition
of physical education has been formulated in
many ways. Each of them contains different main
goals and associated benefits for the learning
object. Using these physical teaching techniques,
we substantiated physical education as a subject
of the curriculum in primary school.
It is clear that physical education can influence
physical activity levels. One of the key
characteristics of a subject is influence. That is,
the student’s attitude towards physical activity
can be imposed by his immediate environment,
including teachers. If a positive outcome is seen,
it is likely that students will have a positive
attitude towards physical education. However,
we must recognize that in terms of recommended
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(2022:
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)
(2023:
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)
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physical activity, we do not aim to achieve any
specific level of physical education, as each
person is unique and individual. It is worth noting
that physical education is not limited to school
physical education classes. In order for teachers
to create motivational levels for students'
development
and
provide
sustainable
interactions within their core experiences,
children must continue to participate in physical
activities not only within the school, but also
outside the educational setting. It is therefore
important that we seek to develop links with
other sporting organizations to support a child's
development outside the school environment.
Physical education is and will be defined not only
as a separate subject of study, but also as a
combination of various sciences. Therefore, such
sciences as physics, biology, mathematics and
many others are closely related to physical
culture. The starting point in understanding what
physical education is is an analysis of how the
physical education curriculum has evolved over
time [1].
The Department of Education has determined
that the purpose of physical education and
instruction is primarily to promote student health
and to identify the effects of physical and mental
stress on student health. The results of exercise
are clearly positive. It is also associated with
mental and moral development; in particular,
with the fact that correctly selected and
performed exercises are important for the
development of children's emotional mood,
concentration, attentiveness and div control.
*Your experience teaching physical education will
vary at different stages of student learning
(between elementary, middle and high school), as
well as how classes are conducted during class
and after-school hours. Some of this experience
will be positive, and some may be negative. You
will conduct various kinds of sports and
entertainment events, starting with school ones,
some of which you will like, while others may be
more suitable for your students. Some of the
activities are aimed at boys, while others are
interesting for girls. A considerable part of your
knowledge will be based on the experience of
colleagues, as well as your own beliefs [1].
Therefore, when writing work programs, the age
and
gender
characteristics
of
younger
schoolchildren are taken into account. The
purpose of the physical education program is to
form the foundations of a healthy lifestyle in
primary school students, develop creative
independence through the development of motor
activity, and promote the comprehensive
development of the individual through the
formation of personal physical culture.
This is why we aim to provide opportunities to
develop a clearer understanding of physical
education as a curriculum subject. This will allow
us to reflect on our own experiences and those of
other teachers.
If we, as practicing teachers, sometimes do not
always understand the purpose for teaching
children a given subject, then how can our
potential attitudes, beliefs and values influence
the children we teach? We sometimes find it
Volume 03 Issue 12-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
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Pages:
303-310
SJIF
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FACTOR
(2021:
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)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
difficult to motivate not only ourselves, but also
our students.
Therefore, before we begin to look at the teaching
of physical education in primary schools, we must
define and study the concept of teaching this
academic subject, understand how physical
education has developed over time. And by doing
this, we can begin to reflect on our own
perceptions of the subject and how this might
influence our work.
Physical education is not just “physics”. It is clear
that, in terms of how the curriculum has changed
over time, the subject is seen as a means of
addressing issues such as the physical fitness of
individuals, which includes not only the
development of skills but also knowledge of one's
anatomy - and that physical education can
address issues relating to communication in
society, in particular teamwork, as well as the
development of personal skills and solving health
problems. Continuing this thought, I would like to
note that physical education is associated not
only with physical education, but also with the
emotional and social development of a person.
In past years, physical education was mainly
focused on activities based on outdoor games
(this tradition is still evident in many school
curricula today). The school became more and
more uniform and unified.
As professionals, we must promote high quality
physical education in our educational settings.
School leaders should promote and celebrate the
value of physical education, physical activity and
school sports.
Thus, turning to foreign sources, we note that this
problem also exists in American schools. For
example, AFPE (American Foundation for
Physical Education) believes in the value of high-
quality physical education, physical activity, and
participation in school sports. “Each teacher has
the opportunity to make a significant
contribution to the development of health,
emotional well-being of students, as well as
improve the educational component at school”
[5].
Physical education is effective education that
supports and influences school development,
helping to prepare children for an ever-changing
world.
Therefore, if we are to provide quality physical
education, we must work collaboratively within
and between schools and local sporting
organizations. Thanks to this, success will be
achieved.
The purpose of this article was to determine the
value of physical education at the initial stage of
education and to analyze changes in physical
education over time. This required us to define
our own goals in this subject and how to convey
them to students. From an educational
perspective, what we consider to be key
outcomes should be reflected in how we teach our
lessons. Moreover, if we consider students at the
center of education, then they must be at the
center of the planning process. Therefore, the
teacher must reconsider his thinking and attitude
towards the subject.
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Therefore, it is advisable to ask yourself the
following questions from time to time:
•
Why should we teach physical education?
•
How do I imagine an exemplary physical
education teacher?
•
What is physical education for me?
•
What will I prioritize when teaching PE?
•
What role does my personal experience
play in teaching children?
It is important to recognize and evaluate how you
personally define and value the value of your
influence on a subject. Sometimes the individual
influence of a teacher plays a greater role in the
upbringing of a student than the entire school.
With the development of physical education,
teaching methods also developed. Considering
that physical education teaching can only
influence students' proper growth and
development, their motor and functional abilities,
choosing effective methods is a real challenge.
Teaching methods are based on teaching practice,
because each teacher constantly researches and
complements them with various innovations.
Which teaching method a teacher will use
depends on the specific tasks in the classroom,
the nature and specificity of the teaching content,
the level of abilities and training of students,
motor abilities and external conditions. Practical
experience shows us that all methods are
interrelated, often complement each other and
are often used interchangeably. In teaching
physical education, methods taken from general
didactics are mainly used, but since physical
education as an educational field has its own
specifics, there is a need for special methods in
educational work with primary school students.
The teacher decides which methods to use, giving
him the opportunity to constantly explore and
innovate the methods he uses.
Kragujevic (1987) describes physical education
teaching methods such as:
• method of verbal communication or the method
of “living words”,
• demonstration or illustrative method,
The living words method plays an important role
and can be used in all forms of teaching because
choosing the right words at the right time can
have a very stimulating effect on the motivation
and performance of students. It should be
constantly emphasized that physical education is
not just a mechanical movement and movement
of the div and parts of the human div in a
certain space, but that it is a process that is
initiated and regulated as an exchange of
opinions, as communication, which has a certain
impact on children and youth. The teacher's living
word is indispensable when students are asked
three questions that are critical to every physical
movement: What is physical movement? What is
it for? How is it used?
In teaching physical education, the word plays a
formative, corrective and stimulating role, so this
method is applied through description,
explanation, analysis and conversation. The
description is used at the initial stages, before the
element is taught. When students need to create a
true picture of a given movement, this is also the
Volume 03 Issue 12-2023
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SJIF
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)
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)
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first step through which students become familiar
with what and how a given action should be
performed. Explanation is the dominant form of
this method used in the initial stages of teaching,
especially when demonstrating given elements.
Explanations that accompany interpretations
must be clear, understandable, accurate, adapted
to the age of the students and their
psychophysical abilities. Professional terms
should be used that students can understand for
this to have a positive impact. By analyzing in
terms of efficiency and effectiveness, a teacher
can achieve a lot by highlighting possible errors.
The demonstration method plays an important
role in processing new material when students
need to get a visual representation of an exercise
that they need to reproduce later. In order for
children to learn a certain exercise, it is not
enough just to describe it and ask children to do
it, but it is also necessary to show or demonstrate
it. In the professional literature, this method is
also called the obviousness method. In physical
education teaching, it is presented in the form of
direct demonstration by the teacher himself.
Demonstration is used in the initial stages of
teaching certain physical movements or
exercises, which is the main method in the
process of teaching a new element.
In general, we can say that in physical education
classes the “living words” method and the
demonstration method are more often used at the
initial stage of training and are auxiliary methods
in teaching physical education.
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Архипова Л.А. Методика преподавания
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2.
Матвеев
Л.П.
Теория
и
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физической культуры. Учебник для
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Физкультура и спорт, 1991. 544 с.
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Цатурова
К.А.
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И.А.
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